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h in L2 learning, language transfer means the influence that L1 made on thelearning of L2. Odlin (2001) claimed that transfer is the result causing fromsimilarities and differences between the language that has been learned before and thetarget language. The author gets a conclusion from the different definitions. Transferoccurs when the learned knowledge has an effect on the learning of the newknowledge.
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Chapter Three Research Methodology........19
3.1 The feasibility of the research............19
3.2 Research questions...........19
3.3 Research participants....... 19
3.4 Research instruments....... 20
3.5 Research procedures....... 23
3.6 Data analysis..........29
Chapter Four Data analysis and discussions........31
4.1 Data analysis and discussion of the questionnaires......31
4.2 Data analysis and discussion of the pre-test results of EC and CC.........34
4.3 Data analysis and discussion of the post-test results of EC and CC....... 35
4.4 Analysis and discussion of the interview.............37
Chapter Five Conclusion.............39
5.1 Major findings.........39
5.2 Pedagogical implications.......... 40
5.3 Limitations..... 41
5.4 Recommendations for future research........42

Chapter Four Data analysis and discussions

In this chapter, the data collected from the pre-questionnaire andpost-questionnaire were analyzed by the experimenter in order to prove the positiveeffect of CA teaching method on students’ English writing. The data of the pre-testand the post-test were also analyzed, which aimed to figure out whether CA teachingmethod is more effective than traditional teaching method to improve students’English writing proficiency.

4.1 Data analysis and discussion of the questionnaires
The questionnaire that consists of 15 items is designed to investigate whether CAis an important factor in students’ writing and whether this teaching method can alterstudents’ attitudes towards writing learning. Before and after the teaching experiment,the same questionnaire was carried out to the participants in EC. The detailed groupstatistics of the mean scores of each item in the questionnaire for students in EC arelisted in Table 4.1.For the comparison on vocabulary level influenced by native language whenwriting: according to Q1, Q2 and Q4, Table 4.2 shows that students’ attitudes after theexperiment did not produce significant difference from those before the experiment onvocabulary when writing compositions (t=-1.438, t=-1.438, t=-1.791, p＞0.05). Sincethe experimenter lay the most emphasis on contrasting the sentence patterns betweenEnglish and Chinese when teaching, students’ contrastive awareness of vocabulary isnot so strong. However, from Q3 (t=-2.104, p<0.05), it can be seen that students havelearned the different matches of words between the two languages and can avoidnegative transfer produced by native language better than before.For the comparison on sentence level influence by native language when writing:from Q5 to Q8, Table 4.2 shows that students’ attitudes after the experiment weresignificantly different from those before the experiment on sentence level whenwriting compositions (t=-6.997, t=-10.657, t=-5.638, t=-7.693, p<0.05).
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Conclusion

This research of CA theory in Englis